This article presents a systematic review of research on the achievement outcomes of all types of approaches to teaching science in elementary schools. Study inclusion criteria included use of randomized or matched control groups, a study duration of at least 4 weeks, and use of achievement measures independent of the experimental treatment. A total of 23 studies met these criteria. Among studies evaluating inquiry-based teaching approaches, programs that used science kits did not show positive outcomes on science achievement measures (weighted ES = +0.02 in 7 studies), but inquiry-based programs that emphasized professional development but not kits did show positive outcomes (weighted ES = +0.36 in 10 studies). Technological approaches integrating video and computer resources with teaching and cooperative learning showed positive outcomes in a few small, matched studies (ES = +0.42 in 6 studies). The review concludes that science teaching methods focused on enhancing teachers' classroom instruction throughout the year, such as cooperative learning and science-reading integration, as well as approaches that give teachers technology tools to enhance instruction, have significant potential to improve science learning. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 51:870–901, 2014.

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Experimental Evaluations of Elementary Science Programs: A Best-Evidence Synthesis

Many changes in the delivery of healthcare in the UK have highlighted the need for healthcare professionals to learn to work together as teams for the benefit of patients. Whatever the profession or level, whether for postgraduate education and training, continuing professional development, or for undergraduates, learners should have an opportunity to learn about and with, other healthcare practitioners in a stimulating and exciting way. Learning to understand how people think, feel, and react, and the parts they play at work, both as professionals and individuals, can only be achieved through sensitive discussion and exchange of views. Teaching and learning methods must provide opportunities for this to happen. This paper describes three small-group teaching techniques which encourage a high level of learner collaboration and team-working. Learning content is focused on real-life health-care issues and strong visual images are used to stimulate lively discussion and debate. Each description includes the learning objectives of each exercise, basic equipment and resources, and learning outcomes.

https://pmj.bmj.com/content/postgradmedj/74/873/387.full.pdf

Three visual techniques to enhance interprofessional learning.

Group work in educational settings has several advantages, but it is also associated with some difficulties, most commonly concerns about group functioning. The aim of this study was to improve group functioning in solving realistic problems, using a combination of: 1) team skill training prior to group work; 2) peer and self-assessment to evaluate contribution to group work; and 3) lecturer-designed versus studentdesigned problems. The results showed positive effects on group functioning. After initial team skill training, peer assessments and moderation of marks based on those assessments stimulated the so-called free loaders to improve their contributions to group work, which is a result that has been demonstrated in only a few studies. In addition, students showed some preference for designing their own problems and they thought the learning outcomes were higher than from lecturer-designed problems.

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Improving group functioning in solving realistic problems

Small-group teaching and learning has achieved an admirable position in medical education and has become more popular as a means of encouraging the students in their studies and enhance the process of deep learning. The main characteristics of small group teaching are active involvement of the learners in entire learning cycle and well defined task orientation with achievable specific aims and objectives in a given time period. The essential components in the development of an ideal small group teaching and learning sessions are preliminary considerations at departmental and institutional level including educational strategies, group composition, physical environment, existing resources, diagnosis of the needs, formulation of the objectives and suitable teaching outline. Small group teaching increases the student interest, teamwork ability, retention of knowledge and skills, enhance transfer of concepts to innovative issues, and improve the self-directed learning. It develops self-motivation, investigating the issues, allows the student to test their thinking and higher-order activities. It also facilitates an adult style of learning, acceptance of personal responsibility for own progress. Moreover, it enhances student-faculty and peer-peer interaction, improves communication skills and provides opportunity to share the responsibility and clarify the points of bafflement.

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Basic steps in establishing effective small group teaching sessions in medical schools.

Objective To identify the format, content, and effects of practice-based small group learning (PBSGL) programs involving FPs. Data sources The Ovid MEDLINE, EMBASE, and ERIC databases were searched from inception to the second week of November 2011, yielding 99 articles. Study selection Articles were included in the analysis if they described the format or content of or evaluated PBSGL programs among FPs. Thirteen articles were included in the analysis. Synthesis Two main PBSGL formats exist. The first is self-directed learning, which includes review and discussion of troubling or challenging patient cases. The contents of such programs vary with different teaching styles. The second format targets specific problems from practice to improve certain knowledge or skills or implement new guidelines by using patient cases to stimulate discussion of the selected topic. Both formats are similar in their ultimate goal, equally important, and well accepted by learners and facilitators. Evaluations of learners’ perceptions and learning outcomes indicate that PBSGL constitutes a feasible and effective method of professional development. Conclusion Current evidence suggests that PBSGL is a promising method of continuing professional development for FPs. Such programs can be adapted according to learning needs. Future studies that focus on the changes in practice effected by PBSGL will strengthen the evidence for this form of learning and motivate physicians and institutions to adopt it.

https://www.cfp.ca/content/cfp/58/6/637.full.pdf

Practice-based small group learning programs: Systematic review

There is a recent trend towards small-group work in undergraduate medical courses. Current understanding of educational strategies supports the use of small groups as an effective method of learning. Small-group work recognizes a movement towards learner-centred, problem-based and self-directed learning. The exploration of knowledge, learning through curiosity, the critical evaluation of evidence and a capacity for self-education are all fostered in small-group interactions. This article explores the rational arguments that support the movement towards small-group learning, the many benefits from small-group activities and the many types of small-group methods. Small groups interact in a variety of ways and the teacher has an important role. Barriers, more often perceived than real, may impede the adoption of small-group teaching. Practical guidance is offered on why to adopt small-group work and how to do it effectively. The teacher is provided with a framework for running small-group sessions and is giv...

Joy Crosby

Papers

Learning in small groups